1. Developing a Professional Learning Community of Inclusive Educators Reform proposal by Khriesenuo Solo, DIET (SCERT), Nagaland

2. Context and Rationale  The National Curriculum Framework for School Education (NCFSE) (2000), recommended inclusive schools for all without specific reference to pupils with Special Education Needs (SEN)  Learners with special needs should be educated along with other learners in inclusive schools, which are cost effective and have sound pedagogical practices (NCERT, 2000).

3. Nagaland inclusive school- Pilot project Government Primary School, Lerie chosen as the pilot school- 4 teachers and 4 students Providing instruction that meets the needs of all through Response to Intervention Method (RTI) Establishing Professional Learning Community in the pilot school

4. Response to Intervention (RTI)  A general educational process of instruction, assessment, and intervention.  Increases student success and decrease the number of students identified with specific learning disabilities in need of special education.  Uses a collaborative approach by school staff for development, implementation, and monitoring.  Involves continuous monitoring of student progress and follow up during the interventions.

5. Professional Learning Community (PLC)  Will be formed for the pilot school four teachers along with the implementation team.  Pilot teachers meeting in their PLC’s once a week.  Experts from the implementation team will meet these teachers once a month.

6. Goal The ultimate goal of my reform proposal is to train teachers for inclusive education to obtain better learning outcomes for children.

7. Objectives  Sensitizing and educating teachers.  To orient and train the teachers on RTI and PLC.  Enabling teachers to adjust instruction to meet children educational needs as a result of screening and progress monitoring.  Identifying children with specific learning disabilities in need of special education.

8. Sl. no Implementation activity Resources (Funding/ Material) Timeline 1. Joining organizations, meeting with Comm.&Secy,SCERT &School Education. N.A Jan 1st-2nd week 2. Implementation team setupN.AJan 3rd week 3. Meeting with implementation team & pilot teachers Meeting expenditure Jan 4th week 4. Adopt G. P. S Lerie, Kohima (Inclusive school) as the pilot school. N.AFeb 1st week 5. Capacity building: Pre training and post training tests Training funds (SSA/ SCERT) Feb 2nd week 6. Tier 1 testsN.AFeb 3rd week 7. Meeting the 4 teachers along with the implementation team to discuss the case of the 4 students Meeting expenditure Feb 3rd week 8. The 4 teachers are asked to focus on 1 child each. N.AFeb 4 th week 9. Monitoring of students for more intensive instruction and support in Tier II. N.AFeb - March

9. Sl.noImplementation activityResourcesSl.no 10.PLC meeting once a week- 4 teachersN.A March, April, May 11. Tier II students identified and intervention begins N.A March, April, May 12. 1 st Meeting with parents N.AMarch 13. PLC- Implementation team and 4 pilot teachers once a month Meeting expenditure March, April,May 14. Tier III identification N.AApril 15. Tier III intervention Fee for expertsApril, May 16. 2 nd meeting with parents N.AMay 17. Review and further planning Meeting expenditure May 18. Evaluation of pilot project N.AMay-June 19.Report writing N.AJune

10. Evaluation Evaluation will be carried out at three levels: 1. Pilot school teachers 2. Student evaluation. 3. Pilot project evaluation Tools:  Journal  Questionnaires  Interviews

11. Potential benefits  Sensitization and awareness on Inclusive education  Formation of Professional Learning Community (PLC) of inclusive educators.  Support group for parents and community.  Teacher training.  RTI approach eliminates a “wait to fail” situation.